Hilde Thyness

• Lexander, Kristin Vold & Thyness, Hilde (2024). Innovative methods in collaborative research: mediagrams in the study of digital multilingual workplace communication and home-school interaction. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. doi: 10.1080/01434632.2024.2334745.
• Thyness, Hilde (2023). Teachers’ construction of their roles and responsibilities for inclusive language practices with multilingual parents - a case from Norway. Language and Education. ISSN 0950-0782. s. 1–18. doi: 10.1080/09500782.2023.2221251. Vis sammendrag

  While Norwegian educational policy documents construct an overarching role for the teacher as the main party responsible for inclusion in the parent-school cooperation, there are conflicts in the associated discourses on language and inclusion. This can lead to uncertainties in terms of the teachers’ responsibilities for inclusion in the parent-teacher interaction. This paper considers some of the constraints and ambivalences experienced by teachers in multilingual contexts, and more precisely investigates the subject positions made available through political and societal discourses and locally emerging teacher discourses. Examining parent-teacher interaction in both online and offline contexts, the study is guided by the following research question: How do Norwegian teachers construct their roles and responsibilities for inclusive language practices with parents who have Norwegian as an additional language? The analysis shows that the teachers’ values concerning inclusive practices open up for an asset-orientation towards multilingualism. However, the potentials of these discourses of ideals are curbed by monolingual ideologies due to the lack of awareness, and of material, institutional and relational support. These constraints seem to be more prominent in the digitally mediated interaction than in face-to-face meetings, which deserves our attention as we know that parent-school interaction increasingly takes place via digital channels.

• Thyness, Hilde & Lexander, Kristin Vold (2023). Indexing the ‘included’ migrant? Social categorization and interpersonal digital interaction between labor migrants, teachers and employers in Norway. Language & Communication. ISSN 0271-5309. 88, s. 27–40. doi: 10.1016/j.langcom.2022.10.003. Vis sammendrag

  This paper investigates the co-construction of identities of inclusion and exclusion in digitally mediated migrant-host community interaction. Through both interview and digital interactional data, we look at the discursive social categorization of and by Lithuanian labour migrants and their majority population interlocutors and analyze the semiotic practices by which identity categories are talked and written into being in home-school collaboration and workplace interaction. To capture the negotiation of power, (in)equality and authority, we apply the concepts orders of indexicality (Blommaert, 2007), and adequation and distinction (Bucholtz & Hall 2005). Our analysis shows how participants draw on various semiotic resources to interactionally construct identities as included, such as media choice, punctuation, text composition and multimodality.

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• Eek, Marianne; Thyness, Hilde & Lexander, Kristin Vold (2024). Språklæring og språkpraksiser utenfor klasserommet for voksne nyankomne - Språklig integrasjon og medborgerskap.
• Thyness, Hilde (2022). Mediagrams for enhanced social inclusion in the parent-school interaction?
• Thyness, Hilde (2022). Teachers’ negotiation of their role and responsibility for the inclusion of multilingual parents?
• Thyness, Hilde (2021). Digital interaction with Lithuanian parents as a means for inclusion in the Norwegian school context?
• Lexander, Kristin Vold & Thyness, Hilde (2021). ‘It’s good to send SMS because then they can use google translate’, or how to avoid indexing exclusion in mediated migrant-host community interaction.
• Thyness, Hilde (2020). Digital kommunikasjon og språk i samarbeidet mellom skole og hjem.

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